EFFECTS OF INDIVIDUALIZED INSTRUCTION ON TESTING¹

THE DEVELOPMENT OF A SEQUENTIALLY SCALED ACHIEVEMENT TEST1

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A program of individualized instruction demands a reexamination of traditional testing procedures (Coulson and Cogswell, 1965). Students must be compared to an absolute standard as opposed to a normative standard, the student's score reflecting the degree of competence in certain behaviors as opposed to the comparison of his performance with that of other individuals.

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An algorithmic approach to assessing behavior potential: Comparison with item forms and hierarchical technologies.

“…Recent research in individualized and computer-assisted instruction has led to an increasing awareness of the inadequacies of norm-referenced testing and the need for testing procedures that determine each individual's mastery on specific types of tasks (e.g., Coulson & Cogswell, 1965). Knowing how well a student has performed relative to some peer group, for example, says relatively little about the kinds of decisions that must be made if instruction is to be totally individualized.…”

“…Algorithmic technology (a) better predicted individual subjects failure on individual second test items, (b) had higher generalizability levels, (c) was more efficient, and (d) had higher validity indices on hierarchical ordering of tasks than item form technologies. Implications for diagnostic testing and remediation were discussed.Recent research in individualized and computer-assisted instruction has led to an increasing awareness of the inadequacies of norm-referenced testing and the need for testing procedures that determine each individual's mastery on specific types of tasks (e.g., Coulson & Cogswell, 1965). Knowing how well a student has performed relative to some peer group, for example, says relatively little about the kinds of decisions that must be made if instruction is to be totally individualized.…”